English - Teaching For Biliteracy

Transcription

Mee#ngtheNeedsofLanguage
Learners:ResearchandBest
Prac#ce
WyEastMiddleSchool
HoodRiver,OR
April11,2016
KarenBeeman
teachingforbiliteracykb@gmail.com
www.teachingforbiliteracy.com
FacebookPage:TeachingforBiliteracy
www.TeachingForBiliteracy.com
Agenda:
• 
• 
• 
• 
• 
Introduc?ons
LanguageProgramsintheU.S.
LanguageAcquisi?onProcess
SampleBiliteracyLesson
Closure
LanguageProgramsinthe
UnitedStates
Beeman & Urow, 2010
Cheryl
DefiningLanguageEduca?on
Programs
•  Withyourteam,categorizethesortintothe
followingcategories:
Wordsweknow
Wordswehave
heardbefore
Wordswedonot
know
•  Or,makeconnec?onamongyourwordsby
genera?ngyourowncategories.
Terminology
•  GreenStudents:LanguageMinorityStudents(AnonEnglishlanguageisspokenathome)–Sequen&al
Bilinguals
•  BlueStudents:LanguageMajorityStudents(Englishis
spokenathome)–Sequen&alBilinguals
•  Blue/GreenStudents:UsuallyLanguageMinority
Students(AmixtureofEnglishandanon-English
languageisspokenathome;or,childrenspeaknonEnglishlanguagetoparentsandEnglishtosiblingsora
combina?onthereof)SimultaneousBilinguals
LanguageAcquisi#on
program
DualLanguage:TwoWay
Immersion
Students
Goal
LanguageAcquisi#on
program
DualLanguage:Twoway
immersion
Students
DualLanguage:One-way
Immersion,Developmental
Bilingual,MaintenanceBilingual
Immersion
Goal
LanguageAcquisi#on
program
DualLanguage:Twoway
immersion
Students
Immersion,
DevelopmentalBilingual,
MaintenanceBilingual
Goal
LanguageAcquisi#on
program
Students
DualLanguage:Twoway
immersion
Bilingual,Maintenance
Bilingual
Transi#onalbilingual/English
asaSecondLanguage
Goal
LanguageAcquisi#on
Students
Goal
Teachingforbiliteracyworkswith
program
BOTHDualLanguage(Two-Way
DualLanguage:Twoway
Immersion,One-WayImmersion,
immersion
DevelopmentalBilingual)and
Transi#onalBilingualProgramsof
instruc#on
Bilingual,Maintenance
Bilingual
asaSecondLanguage
LanguageAcquisi#on
Students
Goal
Whoiscurrentlyinyourlanguage
program
educa#onprogram?
DualLanguage:Twoway
immersion
Whowillbeintheprograminthe
DualLanguage:One-wayfuture?
Immersion,Developmental Bilingual,Maintenance
Whobenefitsfromteachingfor
Bilingual
biliteracy?
asaSecondLanguage
HandoutsPage5
Dataaggregatedformaseriesof3-7yearlongitudinalstudiesfromwell-implemented,matureprogramsin
fiveschooldistricts
©WayneP.ThomasandVirginiaP.Collier,2010
70
60
50
40
30
20
10
Program1:Two-waydevelopmentalbilingualeduca?on(BE)
Program2:Late-exitbilingualeduca?onandESLtaughtthroughacademiccontent
Program3:Early-exitbilingualeduca?onandESLtaughtthroughacademiccontent
Program4:Early-exitbilingualeduca?onandESLtaughttradi?onally
Program5:ESLtaughtthroughacademiccontentusingcurrentapproaches
Program6:ESLPullout-taughttradi?onally
1
2
Averageperformanceofna?veEnglishspeakersmakingone
year’sprogressineach
consecu?vegrade.
1
3
4
5
6
3 5
7
GRADE
9
Beeman,
11
DUAL LANGUAGE PROGRAMS
K
1
10%
10%
2
20%
90%
3
4
5
6
7
8
E N G L I S H
20%
30%
90%
40%
80%
50%
80%
90/10
70%
50%
50%
50%
50%
6
7
8
60%
50%
OTHER THAN ENGLISH
K
1
2
3
4
5
E N G L I S H
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50/50
OTHER THAN ENGLISH
Beeman,
DBE or DL
K 1 2 3 4 5 6
20% 20%
80/20
30%
40% 40%
7 8
INGLES
50%
50%
50%
50%
80% 80%
70%
60% 60% 50% 50% 50%
50%
ESPAÑOL
Beeman,
SecondaryDLGuidingPrincipales
WhattheResearchSays:
•  Ittakes5to7yearstoacquireacademic
languageinasecondlanguage(Collierand
Thomas,2012).Thisisaprogramthatrequires
?meandconsistencyintwolanguages.
•  Welearnlanguagebyusingitandbytakingrisks
andmakingmistakes.
•  Childrenlearnlanguagefromeachother.A
principleofDListomixstudentsfromdifferent
languagetogether
17
TheBilingualBrain:
(EllenBialystok,PatWolfamongmany)
•  Hascogni?vebenefits:Abilitytoclassifyand
• 
• 
• 
• 
developanaly?creasoning(moreplas?city…)
Hasvisualspa?albenefits
Hasincreasedabili?estofocus:execu?ve
func?oning(knowhowtopriori?ze,selectthe
rightlanguagefortherightcontext,etc.)
Developsdeepercri?calthinkingandproblem
solvingthanthemonolingualbrain
Showsstrongcrea?vityskills
18
DualLanguageincludesavarietyof
programmodels…
Beeman,
The Trajectory towards Bilingualism
•  The path towards bilingualism be different between
sequential and simultaneous bilinguals, especially at
the onset.
•  All bilinguals engage in “translanguaging”, or
“bridging, as they develop their bilingualism and
forever after.
•  For this reason, bilinguals are considered
“multilinguals”. They are NOT two bilinguals in one.
LanguageAcquisi#on
Process
Beeman & Urow, 2010
Cheryl
6monthsto2years
L1
L2
Beeman,IRC,MDWkshop,
Laura
L1
What can you tell me about Laura’s
linguistic resources?
What type of language program would be best
for Laura at the secondary
level?
23
Marco
L1
What can you tell me about Marco’s linguistic
resources?
What type of language program would be
best for Marco
at the secondary level?
24
Paulo
Spanish
English
Fui a una party con mi broder.
El perro estaba barqueando.
Then, comimos lonche.
Beeman, IRC, MD
Paulo
PaulospeaksU.S.Spanish.
Spanish
English
Fui a una party con mi broder.
El perro estaba barqueando.
Then, comimos lonche.
Beeman, IRC, MD
Voyaunapartyconmibroder.
MonolingualPerspec?ve
Can’tspeakSpanishwell.
Islowinbothlanguages.
Shouldbeplacedina
monolingualclassroom.
Willbeconfusedlearningto
readandwriteintwo
languagesatthesame?me.
Mul?lingualPerspec?ve
Haslinguis?cresourcesinboth
languages.
Reflectshermul?lingual
community.
Shouldbeplacedinadual
language/bilingual
classroom.
UsesU.S.Spanish
Wouldbenefitfromthe
Bridge:analyzingSpanish
andEnglishsidebyside.
Whydostudentsspeak
thisway?
Beeman & Urow, 2010
Cheryl
Four phenomena of contact languages:
Dr. Kim Potowski, UIC
U.S.Spanish
#3
#1
#2
Codeswitching Borrowings
Extensions
Tengoeleight.
Rufa
Carpeta
#4
Calques
Miio’scasa.
Beeman, IRC, MD Wkshop,
Bridge in Secondary, April
2014
DeficitPerspec#ve
Strength-BasedPerspec#ve
Allstudentshaveadominantlanguage(L1
andL2)
Manystudentsareemergingbilingualsor
two-languagelearnerwhosefirstlanguageis
bilingual.
Studentstransi?onfromonelanguageto
theotheratonemomentin?me.Itisan
irreversibletransi?on.
StudentsengageintheBridgeand“bridging”
assoonastheyareexposedtoboth
languages.TheBridgecon?nuesthroughout
theirlearning.
Studentsareviewedas“low”whenthey
useSpanishandEnglishtogether
WhentheyuseSpanishandEnglishtogether,
studentsareviewedasbilingualswhouseall
theyknowinalltheirlanguages
Studentsareexpectedtoproduce
“monolingual–likeSpanish”and
“monolingual-likeEnglish”
Studentsareexpectedtousebilingual
resourcesthatreflectabilingualcontext.
Literacyinstruc?onshouldoccurinone Literacyinstruc?onshouldbuildonthe
languageandwhenstudentsreacha
linguis?cresourcesstudentshaveinall
certainbenchmark,onlythenshould
theirlanguages,SpanishandEnglish.
literacyoccurintheotherlanguage.
Studentlearntoreadandwriteinboth
languagesfromPK/Kon.
hyl
Whocanemployamul#lingual
perspec#ve?
•  Doeducatorshavetobebilingualto
implementamul?lingualperspec?ve?
•  Canbilingualeducatorsfindthemselveson
themonolingualside?
•  WhatcanmonolingualEnglisheducators
dotosupportamul?lingualperspec?ve?
How do we implement a
multilingual perspective?
Beeman & Urow, 2010
Cheryl
Howdoweimplementamul?lingual
perspec?ve?
•  Westartbyunderstandingourstudentsand
realizinghowdiversetheyareandbuildon
theirstrengths
•  Weaddressthepremisesforteachingfor
biliteracy
•  Weusethestrategicuseoftwolanguages
throughthebiliteracyunitframework(BUF)
Spanish
English
English
Spanish
INSTRUCTION
Cheryl
4)
4GUQWTEG)WKFG
(KIWTG/%#0&1&GUETKRVQTUHQTVJG.GXGNUQH'PINKUJ.CPIWCIG2TQſEKGPE[2TG-
t Locate, select, order
information from oral
descriptions
t Follow multi-step oral
directions
t Categorize or sequence
oral information using
pictures, objects
t Compare/contrast
functions, relationships
from oral information
t Analyze and apply oral
information
t Identify cause and effect
from oral discourse
t Draw conclusions from
oral information
t Construct models based
on oral discourse
t Make connections from
oral discourse
52'#-+0)
t Name objects, people,
pictures
t Answer WH- (who, what,
when, where, which)
questions
t Ask WH- questions
t Describe pictures, events,
objects, people
t Restate facts
t Formulate hypotheses,
make predictions
t Describe processes,
procedures
t Retell stories or events
t Discuss stories, issues,
concepts
t Give speeches, oral
reports
t Offer creative solutions to
issues, problems
t Engage in debates
t Explain phenomena,
give examples and justify
responses
t Express and defend
points of view
t Match icons and symbols
to words, phrases or
environmental print
t Identify concepts about
print and text features
t Locate and classify
information
t Identify facts and explicit
messages
t Select language patterns
associated with facts
t Sequence pictures, events,
processes
t Identify main ideas
t Use context clues to
determine meaning of
words
t Interpret information or
data
t Find details that support
main ideas
t Identify word families,
figures of speech
t Conduct research to
glean information from
multiple sources
t Draw conclusions from
explicit and implicit text
t Label objects, pictures,
diagrams
t Draw in response to a
prompt
t Produce icons, symbols,
words, phrases to convey
messages
t Make lists
t Produce drawings,
phrases, short sentences,
notes
t Give information
requested from oral or
written directions
t Produce bare-bones
expository or narrative
texts
t Compare/contrast
information
t Describe events, people,
processes, procedures
t Summarize information
from graphics or notes
t Edit and revise writing
t Create original ideas or
detailed responses
t Apply information to
new contexts
t React to multiple genres
and discourses
t Author multiple forms/
genres of writing
.+56'0+0)
.GXGN
$TKFIKPI
94+6+0)
.GXGN
'PVGTKPI
.GXGN
Beginning
t Point to stated pictures,
words, phrases
t Follow one-step oral
directions
t Match oral statements
to objects, figures or
illustrations
t Sort pictures, objects
according to oral
instructions
t Follow two-step oral
directions
t Match information
from oral descriptions to
objects, illustrations
.GXGN
&GXGNQRKPI
.GXGN4GCEJKPI
.GXGN
'ZRCPFKPI
4'#&+0)
For the given level of English language proficiency, with support, English language learners can:
9DULDELOLW\RIVWXGHQWV¶FRJQLWLYHGHYHORSPHQWGXHWRDJHJUDGHOHYHOVSDQVWKHLUGLYHUVLW\RIHGXFDWLRQDOH[SHULHQFHVDQGGLDJQRVHGOHDUQLQJGLVDELOLWLHVLIDSSOLFDEOHDUHWREH
considered in using this information.
LessonPlanningGuide
LessonPlanningGuide(con?nued)
SupportsforELLs-Non-Nego?ables
Sensory Supports
n Real-life
Graphic Supports
objects (realia)
n Manipulatives
n Pictures & photographs
n Illustrations, diagrams &
drawings
n Magazines, newspapers
n Physical activities
n Videos, film
n Broadcasts
n Models & figures
n Charts
n Graphic
n In
organizers
n Tables
n Graphs
n Timelines
n Number
Interactive Supports
lines
pairs or partners
n In triads or small groups
n In a whole group using
cooperative group
structures
n With the Internet
(websites) or software
programs
n In the native language
(L1)
n With mentors
t
t
t
t
t
t
t
t
t
Real-life objects (realia)
Manipulatives
Pictures & photographs
Illustrations, diagrams & drawings
Magazines & newspapers
Physical activities
Videos & Films
Broadcasts
Models & figures
t
t
t
t
t
t
Charts
Graphic organizers
Tables
Graphs
Timelines
Number lines
t
t
t
t
In pairs or partners
In triads or small groups
In a whole group
Using cooperative group
structures
t With the Internet (Web
sites) or software programs
t In the native language (L1)
t With mentors
Sensory Supports
Some sensory supports are applicable across all ELP standards, as exemplified in Figure 3G. Others
are specific to the language of a content area. Figure 3H expands the notion of the use of sensory
support by giving specific examples for ELP standards 2 through 5. The use of these sensory supports
in activities, tasks and projects helps promote the development of students’ academic language
proficiency.
!"#$%"$&
!"#$%"$&
Illustrated word/phrase
walls
Felt or magnetic figures
of story elements
Sequence blocks
Environmental print
Posters or displays
Bulletin boards
Photographs
Cartoons
Audio books
Songs/Chants
Blocks/Cubes
Clocks, sundials and
other timekeepers
Number lines
Models of geometric
figures
Calculators
Protractors
Rulers, yard/meter sticks
Geoboards
Counters
Compasses
Calendars
Coins
'!"#$%"$&
Scientific instruments
Measurement tools
Physical models
Natural materials
Actual substances,
organisms or objects
of investigation
Posters/Illustrations of
processes or cycles
!"#$%"$&
Maps
Globes
Atlases
Compasses
Timelines
Multicultural artifacts
Arial & satellite
photographs
Video clips
!"#$%&"'()#*'+#%%,-&./'01'2344561'
1'78#9:;<"'=;>:/'?!@'?#)A-<'B)&::1'
Effec#veBiliteracyStrategies…
•  Allowfortheac?veandmeaningfulpar?cipa?on
ofALLstudents,regardlessoflanguage
proficiencyoracademicachievement.
•  Buildonandenlargebothrecep#veand
produc#vecontentareavocabularyand
languagestructures.
•  Buildonandexpandbackgroundknowledge.
•  Increasestudentinterac#onanddecrease
teachertalk.
WyEastGoals
LookFor:
•  StudentEngagement
•  AcademicLanguageDevelopment
Spanish
Beeman & Urow, 2010
Cheryl
RockCycle
Whatistheessen?alunderstanding?
•  Iwantmystudentstounderstandthattherearepredictable
panernstotheearth’srockcycle,andthattherearethreetypes
ofrocks(sedimentary,metamorphicandigneous)whichare
affectedbytemperatureanderosion.
•  Whatisthelanguageartsessen?al
understanding?
–  Iwantmystudentstounderstandthatauthors
structuretextsaccordingtothemessagetheywantto
send.Informa?onaltextincludesevidence,different
interpreta?onoffacts,andusageoftechnicalwords
andtone.
Elciclodelasrocas
Enlasuperficiedela?erra,existentres
?posderocas:larocasedimentaria,laroca
metamórfica,ylarocaignea.Cadarocase
convierteenlaotrapormediodela
temperatura,lapresión,ylaerosión(la
lluviayelviento).Estefenómenosellama
elciclodelaroca,ycomotodociclo,hay
elementospredeciblesqueloconforman.
•  Enlasuperficiedela
#erraseencuentran
tres#posderocas:
•  Rocasedimentaria
•  Rocametamórfica
•  Rocaígnea
Laroca
sedimentaria
Larocasedimentaria
Alsufrircalory
presiónse
convierteen…
Laroca
metamórfica
Larocametamórfica
sufremuchocalorypresión
Sevuelvetancalientequese
derritelaroca.
seconvierteen
magmaylava
magma
seconvierteen
magmaylava
magma
Cuandolamagmayla
lavaseenfríanse
conviertenen…
Laroca
ígnea
Larocaígnea
sufreerosiónpormediodelviento,
lluvia,nieveyse
convierteen…
Laroca
sedimentaria
rocaígnea
roca
roca
www.TeachingForBiliteracy.com metamórfica
sedimentaria
Hablacontupareja
•  LapersonaAdescribeloquepasaconlaroca.
•  LapersonaBhacelosgestos.
Elciclodelasrocas
Enlasuperficiedela?erra,existentres
?posderocas:larocasedimentaria,laroca
metamórfica,ylarocaignea.Cadarocase
convierteenlaotrapormediodela
temperatura,lapresión,ylaerosión(la
lluviayelviento).Estefenómenosellama
elciclodelaroca,ycomotodociclo,hay
elementospredeciblesqueloconforman.
Lasrocassedimentariasrepresentan
másdetrescuartosdelasrocasquese
encuentranenlasuperficiedela
Tierra.Estasrocasseformanenla
superficiedelmedioambientescomo
lasplayas,losríos,ylosocéanos,yen
cualquierparteendondeseacumulan
laarena,elbarroycualquierotro?po
desedimento.
Muchasrocassedimentariasestánhechasde
pequeñospedazosdeotrasrocas.Aestás
selesconocecomorocassedimentarias
clásicas.Alospedazosdepiedrasrotasse
lesllamasedimento.Elsedimentoesla
arenaqueseencuentrasenlaplaya,el
barroenelfondodeunlago,laspiedrasde
unrío,yhastaelpolvosobrelosmuebles.
Conelpasodel?empo,elsedimento
podríaformarunarocasiestospedazosse
cementenentresi.
Urow,2012
Laspalabrasimportantes
•  Contupareja,iden?ficalas3palabrasmás
importantesparaentenderelciclodelas
rocas.
TheBridge
Beeman & Urow, 2010
Cheryl
Sedimentary
Rock
Urow,2012
SampleBridgefor
MiddleSchool
SampleBridgefor
MiddleSchool
SampleBridge
AnchorCarts
MiddleSchool
English
Beeman & Urow, 2010
Cheryl
EnglishExtensionAc?vi?es
•  Writeabouttherockcyclefromthepointof
viewofthesedimentaryrock.
•  Engageindrats,revisions,etc.
ThreePartstoaUnit
SpanishwithaBridgetoEnglish
•  ThegoalofSpanishis__________________
•  ThegoaloftheBridgeis________________
•  ThegoalofEnglishis___________________
WyEastGoals
LookFor:
•  StudentEngagement
•  AcademicLanguageDevelopment
Contras?veAnalysisbetween
Languages
•  Bilingualstudentsdevelopmetalinguis#c
awarenesswhentheycompareandcontrast
theirtwolanguages.
•  Thiscontras?veanalysisshouldbeexplicitand
pre-planned.
•  WecallittheBridgeand“bridging”.
TwoPartstotheBridge
1.  Students generate a visual (with pictures,
words, or text) where Spanish and English are
side-by-side.
ThreeTypesofBridges
Illustra#on
Side-by-side
Asísedice
TwoPartstotheBridge
1.  Students generate a visual (with pictures,
words, or text) where Spanish and English are
side-by-side.
2.  Using the Bridge visual, students engage in
Contrastive Analysis between the two
languages (how are Spanish and English
similar and different?)
AreasexploredduringtheBridge
•  Phonology: letter sounds: “c” and “k”
A - Ana
E – Eleazar
I – Isabel
O - Oscar
U -Ulises
A – Amy
E – Elaine
I – Ivan
O - Olivia
U - Urow
•  Morphology (Cognates: energía – energy) –
Word – Expression Level
•  Syntax and Grammar (Sentence Level):
–  El carro rojo – The red car
–  !Te adoro! – I adore you!
–  !El papá es guapísimo. - The father is very
handsome!
•  Language Use (Discourse Level and SocioCultural Letter):
–  Mensaje Indirecto
–  “!Y punto!”
Point”)
Direct Message
That’s it! (not “And
IntegratedScience
andLanguageArts
Unit:Kinder
Metalinguis?cChart
Sonidoenespañol
Sol
Tronco
Pantalones
Sandalias
Aire
SoundinEnglish
Sun
Trunk
Pant
Sandals
Air
ElPuenteenKinder
Verona,Wisconsin
METALINGUISTICCHART:Phonology
Sonidoenespañol
Sol
Tronco
Papel
Raíces
Aire
SoundinEnglish
Sun
Trunk
Paper
Roots
Air
BridgeinFirstGrade
VillaPark,Illinois
Metalinguis?cChart
Informa?onalTextBridge
BridgeAnchorChart
BRIDGE
Menasha,Wisconsin
4thGrade
Metalinguis?cChart
Español
Vozpasiva:
Senecesita
Preposiciones:
Paracalcular….
English
Ac?vevoice:
Youneed
Preposi?ons:
Tocalculate
Bridge
Metalinguis#cChart
TheBridgeinNonDLClassrooms
TheBridgeinNon-DLClassrooms
UrowSouthernNewEngland
UrowSouthernNewEngland
TheBridgeinNon–DLClassrooms
•  CangofromEnglishtothehomelanguageor
fromhomelanguagetoEnglish
•  Theteacherdoesnotneedtoknowthehome
languages,butdoesneedtoprovidea?me
andspaceforstudentstodotheBridge
•  Canincludecognatelists(Englishand
Spanish)-40to70%ofAcademicLanguageis
sharedviaCognatesbetweenEnglishand
Spanish
6thGradeCognateList
HighlandsMS,KSD
Closure
•  Today I learned that________________.
•  Comments and Questions.

English - Teaching For Biliteracy

Transcription

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